Unit: Research, Writing, ‘Choices and Consequences’ conceptual lens
GOALS
Content Standards:
LA 12.2.2.a Write in a variety of genres, considering purpose, audience, medium, and available technology
LA 12.3.3.a Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats
LA 12.3.1 Speaking Skills: Students will develop, apply, and refine speaking skills to communicate key ideas in a variety of situations.
LA 12.4.1.b Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools (e.g., online citation assistance, publication guidelines)
LA 12.4.1.f Gather and share information and opinions as a result of communication with others (e.g., video/audio chat, interview, podcast, multi-media presentations)
.
ISTE NETS-S:
1b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
2a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
Instructional Objectives:
Students will be able to create a digital proposal utilizing images, videos, voice, and text.
Students will be able to articulate their violence-reduction plan in a clear, concise manner that is easy to understand. Students will be able to utilize various forms of technology to present their digital proposals.
Students will be able to demonstrate proficient public-speaking skills by presenting their proposals to their classmates.
Students will be able to e-mail their proposals to City Council members.
ACTION
Before-Class Preparation:
I will create an example of a digital proposal using the website www.prezi.com. I will outline my plan for reducing violence using images, voice, and text.
DAY ONE
-Introduce the final, culminating research project to students. Explain to students that they will be creating a digital proposal, highlighting their plan to reduce violence in North Omaha, to show City Council members.
-Show students an example digital proposal I created to, so they have an example from which to work.
-Show students various platforms they can use to create their digital proposals (teachertube.com, prezi.com, PowerPoint, Adobe DreamWeaver) – (Students should be familiar with all of these resources from the freshman technology class they are required to take)
-Give students time to organize their thoughts, identify what specific information they want to include in their plan, and choose how they want to present their digital proposal
-Explain to students that tomorrow they will begin creating their proposals.
DAY TWO (computer lab)
-Have students begin working on their digital presentations.
DAY THREE (computer lab)
-Students complete their digital proposals
DAY FOUR (classroom)
-Students share their presentation with their classmates
DAY FIVE (computer lab)
-Students tweak presentations based on feedback from classmates, and they e-mail their presentations to local City Council members.
www.prezi.com www.teachertube.com
Adobe DreamWeaver www.prezi.com
Microsoft PowerPoint
Digital camera
Microphone (to record voice)
Computer
Adobe DreamWeaver www.prezi.com
Microsoft PowerPoint
Digital camera
Microphone (to record voice)
Computer
Adobe DreamWeaver www.prezi.com
Microsoft PowerPoint
Digital camera
Microphone (to record voice)
Computer
E-Mail system
Note student groupings, environmental modifications needed, etc:
This portion of the lesson is completely individualized. Students will work independently to create their digital proposals. Upon completion of their proposals, students will present to the large group.
MONITOR
Summative Assessment: In order to assess this assignment, I will provide students with a 5-point rubric, describing the expectations that need to be met to earn their desired grade. Students will be accountable for creating a digital proposal that demonstrates creativity, adequately utilizes the technology available to them, showcases understanding of appropriate researching procedures, and establishes a well detailed, thought-out plan to reduce violence in our city.
Accommodations and Extensions: I will allow my student who struggles with reading printing on a computer screen to create a proposal that utilizes only images and vocal speaking. She will not be required to incorporate any typing into her proposal.
Back-Up Plan:
As this is a multiple day activity, if we are unable to utilize a technology component one day, students can work the planning portion of their proposal, and access that technology the next day.
EVALUATE AND EXTEND
Be specific and include the evaluation that you will use for this lesson at the end of the plan:
In addition to the summative assessment discussed above, I will evaluate students’ overall participation in this activity. Students will also receive a public-speaking grade based on their presentations of their digital proposal to the class.
LESSON REFLECTIONS AND NOTES:
Upon completing this lesson with a group of students, I discovered that I needed to provide students with more examples of digital proposals, utilizing different technologies. Students had a hard time conceptualizing how to use the different mediums to create their proposals. When I conduct this lesson with an entire class, I am going to make sure I provide more exemplars to scaffold their work.
Daily Lesson GAME Plan - Part 2
Lesson Title: How to Stop the Violence?
Related Lessons: Parts 1& 3 of this lesson set
Grade Level: 9th
Unit: Research, Writing, ‘Choices and Consequences’ conceptual lens
GOALS
Content Standards:
LA 12.2.2.a Write in a variety of genres, considering purpose, audience, medium, and available technology
LA 12.3.3.a Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats LA 12.4.1.g Use social networks and information tools to gather and share information (e.g. social bookmarking, online collaborative tools, web page/blog)
.
ISTE NETS-S:
1b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
2a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
Instructional Objectives:
Students will be able to create a blog posting sharing their answer to the guiding question with the rest of the students in the classroom.
Students will be able to utilize the blogspot.com software to share their thoughts. Students will be able to respond to their classmates’ postings in a way that demonstrates thought and understanding.
ACTION
Before-Class Preparation:
Prior to presenting this lesson, I need to create a blog using blogspot.com that students will utilize in this lesson. In addition, I need to have a sample posting created to use as a scaffold for students.
Students need to be well into their research, and they need to have an answer to the guiding question.
DAY ONE
-Open up my classroom blog and remind students how to utilize the blogging site. Ideally, many students will have contributed to my classroom blog, so the skill will not be new to them. Hold a brief discussion about the purpose of blogs, focusing on the key components of posting and responding to posts.
-Open up the blog that will be linked to my classroom blog that will be used for this lesson. Show this blog to students, and inform them that their assignment for the day will be to create a blog posting sharing with their classmates their solution to the PBL guiding question: “How can the city of Omaha, namely north Omaha reduce the amount of violence occurring?
-Ask students to login to their blogspot.com profiles, so they will be able to create their blog postings.
-Explain to students that their posting needs to be thorough – they need to answer the guiding question and detail the steps they will take to carry out their plan. Show students an example posting, so they will have an example to reference.
-Allow students time to create their blog postings, reminding them to spell-check and edit their entries prior to posting their thoughts.
-Discuss tomorrow’s activity – respond to classmates’ postings
DAY TWO (computer lab)
-Have students logon to blogspot.com and access their profiles.
Ask them to re-read their posting from yesterday.
-Inform students that they now need to respond to one students’ original posting. They need to ask questions, offer suggestions, or provide constructive feedback. Model an appropriate and inappropriate response, so students will have an example and a non-example to reference.
-Give students time to respond to their classmate’s blog postings.
- Allow students time to read the comments their classmates made in response to their original posts
Note student groupings, environmental modifications needed, etc:
This lesson is an individualized lesson. Students will work independently to create their own posting, based on their own personal research and answer to the guiding question. I will provide some whole-group instruction, but small groups will not be utilized in this lesson.
MONITOR
Ongoing Assessment(s): In order to assess this assignment, I will read students’ postings and make sure they have adequately answered the guiding question. Their posting will need to tell me how they will fix the problem and the steps they will take to fix it. They will need to provide support and give examples of how their plan will work. I will also assess their postings to make sure they provided relevant, focused feedback to their classmates.
Accommodations and Extensions: My student who struggles reading from a computer screen will be allowed to write-out her posting and respond to her classmates’ posting in writing, after reading them from paper.
In order to ensure students do not copy one another’s postings, they will not be allowed to read the blog or respond to any of their classmates’ postings until their original posting is uploaded to the blog. If a students is absent on day one, they will complete day one’s activity on day two.
Back-Up Plan:
If we, for some reason, the filters block the blogspot website, I will ask students to type their response in word and save it to be uploaded at a later time.
EVALUATE AND EXTEND
Be specific and include the evaluation that you will use for this lesson at the end of the plan:
At the end of this lesson, I will provide an overall evaluation of students’ participation and content. They will receive a final evaluation based on the same requirements that were assessed informally. Though I will encourage students to use edit their postings and use proper grammar and spelling, they will not be evaluated on these things in this activity. Once students complete both portions of this lesson, they will be able to proceed to step 3 of this lesson.
LESSON REFLECTIONS AND NOTES:
This lesson will not be completed until next week.
Daily Lesson GAME Plan - Part 1
Lesson Title: How to Stop the Violence?
Related Lessons: Parts 2 &3 of this lesson set
Grade Level: 9th
Unit: Writing, research, 'Choices and Conseuences' conceptula lens
GOALS
Content Standards:
LA 12.4.1 Multiple Literacies: Students will research, synthesize, evaluate and communicate information in a variety of media and formats (textual, visual, and digital).
LA 12.3.3 Reciprocal Communication: Students will develop, apply, and adapt reciprocal communication skills.
.
ISTE NETS-S:
1b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
2a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
Instructional Objectives:
Students will be able to identify and discuss various forms of violence occurring in the school’s neighborhood.
Students will be able to formulate plans to reduce the violence occurring.
Students will be able to work collaboratively.
Students will be able to utilize technology to create a mind map.
Students will be able to conduct internet research in a safe, responsible manner.
Students will be able to obtain research that supports their solution.
ACTION
Before-Class Preparation:
Prior to presenting this lesson, I need to create a collection of headlines from our local newspaper that relate to the violence present in the city. In addition, I need to reserve the computer lab for student use, and I need to create a PowerPoint that reviews appropriate, safe, and responsible internet usage for research.
DAY ONE
-Show students a list of recent headlines from our local newspaper. Each headline will be, in some way, related to the violence that routinely occurs in our school’s neighborhood. Ask them to free-write about what these headlines mean to them, make them think, etc.
-Class discussion regarding headlines and students’ reactions to the headlines.
- Present students with question that will guide this problem-based learning activity: “How cans the city of Omaha, namely north Omaha reduce the amount of violence occurring?”
- Discuss with students how they are going to go about researching and answering this question.
-In pairs, have students discuss the violence problem and different ways they think it can be fixed.
- Pull class back together and tell students that tomorrow they will begin formulating their ideas using computer software and beginning to research.
DAY TWO (computer lab)
-Review guiding question
-Ask students to access www.bubbl.us where they will create a mind map to help them organize their thoughts and identify various ways to reduce the violence in the community.
-After they are done with their mind maps, they will begin researching using the internet. As this will not be the first time students have conducted internet research, I will provide a brief refresher on appropriate researching practices.
-Assign homework: Continued research
Note student groupings, environmental modifications needed, etc:
Day One – In order to make sure students are comfortable discussing such a sensitive topic, I will allow them to choose their own partners with whom to discuss
Day Two – Not all students will be as proficient in using the bubbl.us software, so I will need to provide additional support to students, as needed.
MONITOR
Ongoing Assessment(s): As students research, I will monitor their screens to ensure they are utilizing appropriate websites, and I will occasionally ask students to tell me what they are discovering as they research. By informally asking them to tell me what they are finding, I will be able to gauge how well they are researching, and how much more time they may need.
Accommodations and Extensions: One student struggles with reading from a computer screen, but she has very little trouble reading print off of paper. I will print off various websites, based on what she tells me she would like to research, so she can read the printed versions. As this is not very cost effective, I will personally sit and help her conduct her research, so I have a strong idea of what sort of information would be meaningful to her.
Back-Up Plan:
If we, for some reason, are unable to utilize a computer lab on this day, I will allow students to spend more time brainstorming with one another, and allow them to create a paper mind-map to utilize prior to beginning their research.
EVALUATE AND EXTEND
Be specific and include the evaluation that you will use for this lesson at the end of the plan:
At the end of this lesson, I will evaluate students’ research by checking their sources and reading their notes. If students do not have accurate sources, and if they have not taken in-depth, relevant notes, I will not let them proceed with the second portion of the lesson. The evaluative step at the end of this lesson acts as permission for students to begin the second portion of the lesson. At this point, this evaluation is simply acting as a formative assessment, letting me know the student is ready to progress to the next set of tasks.
LESSON REFLECTIONS AND NOTES:
This lesson will not be completed until next week.
Danielle Brandt's GAME lesson plans
Daily Lesson GAME Plan - Part 3
GOALS
LA 12.2.2.a Write in a variety of genres, considering purpose, audience, medium, and available technology
LA 12.3.3.a Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats
LA 12.3.1 Speaking Skills: Students will develop, apply, and refine speaking skills to communicate key ideas in a variety of situations.
LA 12.4.1.b Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools (e.g., online citation assistance, publication guidelines)
LA 12.4.1.f Gather and share information and opinions as a result of communication with others (e.g., video/audio chat, interview, podcast, multi-media presentations)
.
1b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
2a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
Instructional Objectives:
Students will be able to create a digital proposal utilizing images, videos, voice, and text.
Students will be able to articulate their violence-reduction plan in a clear, concise manner that is easy to understand. Students will be able to utilize various forms of technology to present their digital proposals.
Students will be able to demonstrate proficient public-speaking skills by presenting their proposals to their classmates.
Students will be able to e-mail their proposals to City Council members.
ACTION
I will create an example of a digital proposal using the website www.prezi.com. I will outline my plan for reducing violence using images, voice, and text.
10 minutes
15 minutes
5 minutes
42 minutes
42 minutes
42 minutes
42 minutes
-Introduce the final, culminating research project to students. Explain to students that they will be creating a digital proposal, highlighting their plan to reduce violence in North Omaha, to show City Council members.
-Show students an example digital proposal I created to, so they have an example from which to work.
-Show students various platforms they can use to create their digital proposals (teachertube.com, prezi.com, PowerPoint, Adobe DreamWeaver) – (Students should be familiar with all of these resources from the freshman technology class they are required to take)
-Give students time to organize their thoughts, identify what specific information they want to include in their plan, and choose how they want to present their digital proposal
-Explain to students that tomorrow they will begin creating their proposals.
DAY TWO (computer lab)
-Have students begin working on their digital presentations.
DAY THREE (computer lab)
-Students complete their digital proposals
DAY FOUR (classroom)
-Students share their presentation with their classmates
DAY FIVE (computer lab)
-Students tweak presentations based on feedback from classmates, and they e-mail their presentations to local City Council members.
www.teachertube.com
Adobe DreamWeaver
www.prezi.com
Microsoft PowerPoint
Digital camera
Microphone (to record voice)
Computer
Adobe DreamWeaver
www.prezi.com
Microsoft PowerPoint
Digital camera
Microphone (to record voice)
Computer
Adobe DreamWeaver
www.prezi.com
Microsoft PowerPoint
Digital camera
Microphone (to record voice)
Computer
E-Mail system
This portion of the lesson is completely individualized. Students will work independently to create their digital proposals. Upon completion of their proposals, students will present to the large group.
MONITOR
Accommodations and Extensions: I will allow my student who struggles with reading printing on a computer screen to create a proposal that utilizes only images and vocal speaking. She will not be required to incorporate any typing into her proposal.
Back-Up Plan:
As this is a multiple day activity, if we are unable to utilize a technology component one day, students can work the planning portion of their proposal, and access that technology the next day.
EVALUATE AND EXTEND
In addition to the summative assessment discussed above, I will evaluate students’ overall participation in this activity. Students will also receive a public-speaking grade based on their presentations of their digital proposal to the class.
LESSON REFLECTIONS AND NOTES:
Upon completing this lesson with a group of students, I discovered that I needed to provide students with more examples of digital proposals, utilizing different technologies. Students had a hard time conceptualizing how to use the different mediums to create their proposals. When I conduct this lesson with an entire class, I am going to make sure I provide more exemplars to scaffold their work.
Daily Lesson GAME Plan - Part 2
GOALS
LA 12.2.2.a Write in a variety of genres, considering purpose, audience, medium, and available technology
LA 12.3.3.a Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats
LA 12.4.1.g Use social networks and information tools to gather and share information (e.g. social bookmarking, online collaborative tools, web page/blog)
.
1b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
2a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
Instructional Objectives:
Students will be able to create a blog posting sharing their answer to the guiding question with the rest of the students in the classroom.
Students will be able to utilize the blogspot.com software to share their thoughts. Students will be able to respond to their classmates’ postings in a way that demonstrates thought and understanding.
ACTION
Prior to presenting this lesson, I need to create a blog using blogspot.com that students will utilize in this lesson. In addition, I need to have a sample posting created to use as a scaffold for students.
Students need to be well into their research, and they need to have an answer to the guiding question.
5 minutes
5 minutes
10 minutes
10 minutes
2 minutes
10 minutes
20 minutes
7 minutes
-Open up my classroom blog and remind students how to utilize the blogging site. Ideally, many students will have contributed to my classroom blog, so the skill will not be new to them. Hold a brief discussion about the purpose of blogs, focusing on the key components of posting and responding to posts.
-Open up the blog that will be linked to my classroom blog that will be used for this lesson. Show this blog to students, and inform them that their assignment for the day will be to create a blog posting sharing with their classmates their solution to the PBL guiding question: “How can the city of Omaha, namely north Omaha reduce the amount of violence occurring?
-Ask students to login to their blogspot.com profiles, so they will be able to create their blog postings.
-Explain to students that their posting needs to be thorough – they need to answer the guiding question and detail the steps they will take to carry out their plan. Show students an example posting, so they will have an example to reference.
-Allow students time to create their blog postings, reminding them to spell-check and edit their entries prior to posting their thoughts.
-Discuss tomorrow’s activity – respond to classmates’ postings
DAY TWO (computer lab)
-Have students logon to blogspot.com and access their profiles.
Ask them to re-read their posting from yesterday.
-Inform students that they now need to respond to one students’ original posting. They need to ask questions, offer suggestions, or provide constructive feedback. Model an appropriate and inappropriate response, so students will have an example and a non-example to reference.
-Give students time to respond to their classmate’s blog postings.
- Allow students time to read the comments their classmates made in response to their original posts
This lesson is an individualized lesson. Students will work independently to create their own posting, based on their own personal research and answer to the guiding question. I will provide some whole-group instruction, but small groups will not be utilized in this lesson.
MONITOR
Accommodations and Extensions: My student who struggles reading from a computer screen will be allowed to write-out her posting and respond to her classmates’ posting in writing, after reading them from paper.
In order to ensure students do not copy one another’s postings, they will not be allowed to read the blog or respond to any of their classmates’ postings until their original posting is uploaded to the blog. If a students is absent on day one, they will complete day one’s activity on day two.
Back-Up Plan:
If we, for some reason, the filters block the blogspot website, I will ask students to type their response in word and save it to be uploaded at a later time.
EVALUATE AND EXTEND
At the end of this lesson, I will provide an overall evaluation of students’ participation and content. They will receive a final evaluation based on the same requirements that were assessed informally. Though I will encourage students to use edit their postings and use proper grammar and spelling, they will not be evaluated on these things in this activity. Once students complete both portions of this lesson, they will be able to proceed to step 3 of this lesson.
LESSON REFLECTIONS AND NOTES:
This lesson will not be completed until next week.
Daily Lesson GAME Plan - Part 1
GOALS
LA 12.4.1 Multiple Literacies: Students will research, synthesize, evaluate and communicate information in a variety of media and formats (textual, visual, and digital).
LA 12.3.3 Reciprocal Communication: Students will develop, apply, and adapt reciprocal communication skills.
.
1b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
2a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
Instructional Objectives:
Students will be able to identify and discuss various forms of violence occurring in the school’s neighborhood.
Students will be able to formulate plans to reduce the violence occurring.
Students will be able to work collaboratively.
Students will be able to utilize technology to create a mind map.
Students will be able to conduct internet research in a safe, responsible manner.
Students will be able to obtain research that supports their solution.
ACTION
Prior to presenting this lesson, I need to create a collection of headlines from our local newspaper that relate to the violence present in the city. In addition, I need to reserve the computer lab for student use, and I need to create a PowerPoint that reviews appropriate, safe, and responsible internet usage for research.
10 minutes
5 minutes
10 minutes
10 minutes
2 minutes
5 minutes
15 minutes
20 minutes
2 minutes
-Show students a list of recent headlines from our local newspaper. Each headline will be, in some way, related to the violence that routinely occurs in our school’s neighborhood. Ask them to free-write about what these headlines mean to them, make them think, etc.
-Class discussion regarding headlines and students’ reactions to the headlines.
- Present students with question that will guide this problem-based learning activity: “How cans the city of Omaha, namely north Omaha reduce the amount of violence occurring?”
- Discuss with students how they are going to go about researching and answering this question.
-In pairs, have students discuss the violence problem and different ways they think it can be fixed.
- Pull class back together and tell students that tomorrow they will begin formulating their ideas using computer software and beginning to research.
DAY TWO (computer lab)
-Review guiding question
-Ask students to access www.bubbl.us where they will create a mind map to help them organize their thoughts and identify various ways to reduce the violence in the community.
-After they are done with their mind maps, they will begin researching using the internet. As this will not be the first time students have conducted internet research, I will provide a brief refresher on appropriate researching practices.
-Assign homework: Continued research
Day One – In order to make sure students are comfortable discussing such a sensitive topic, I will allow them to choose their own partners with whom to discuss
Day Two – Not all students will be as proficient in using the bubbl.us software, so I will need to provide additional support to students, as needed.
MONITOR
Accommodations and Extensions: One student struggles with reading from a computer screen, but she has very little trouble reading print off of paper. I will print off various websites, based on what she tells me she would like to research, so she can read the printed versions. As this is not very cost effective, I will personally sit and help her conduct her research, so I have a strong idea of what sort of information would be meaningful to her.
Back-Up Plan:
If we, for some reason, are unable to utilize a computer lab on this day, I will allow students to spend more time brainstorming with one another, and allow them to create a paper mind-map to utilize prior to beginning their research.
EVALUATE AND EXTEND
At the end of this lesson, I will evaluate students’ research by checking their sources and reading their notes. If students do not have accurate sources, and if they have not taken in-depth, relevant notes, I will not let them proceed with the second portion of the lesson. The evaluative step at the end of this lesson acts as permission for students to begin the second portion of the lesson. At this point, this evaluation is simply acting as a formative assessment, letting me know the student is ready to progress to the next set of tasks.
LESSON REFLECTIONS AND NOTES:
This lesson will not be completed until next week.